Plourde Vickie, Boivin Michel, Brendgen Mara, Vitaro Frank, Robaey Philippe, Tremblay Richard E, Dionne Ginette
a Faculty Saint-Jean , University of Alberta , Alberta , Canada.
b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.
Dev Neuropsychol. 2018 Jan;43(1):92-105. doi: 10.1080/87565641.2017.1422508. Epub 2018 Jan 10.
This study aims to test cognitive skills underlying the association between inattention and reading in early primary school. Teachers rated inattention symptoms when children (N = 523-962) were 6-7 years old. Children were assessed at age 7-8 on phonological awareness, rapid automatized naming (RAN), rapid auditory and bimodal processing, vocabulary, and reading (decoding and comprehension). Phonological awareness, RAN of numbers, and vocabulary mediated the association between inattention and both decoding and comprehension. Rapid bimodal processing mediated the association between inattention and decoding, while RAN of colors mediated the association between inattention and comprehension. This study highlights mediators underlying inattention-reading associations.
本研究旨在测试小学低年级学生注意力不集中与阅读之间关联背后的认知技能。当儿童（N = 523 - 962）6 - 7岁时，教师对其注意力不集中症状进行评分。在儿童7 - 8岁时，对他们进行语音意识、快速自动命名（RAN）、快速听觉和双峰加工、词汇及阅读（解码和理解）方面的评估。语音意识、数字RAN和词汇在注意力不集中与解码及理解之间起中介作用。快速双峰加工在注意力不集中与解码之间起中介作用，而颜色RAN在注意力不集中与理解之间起中介作用。本研究强调了注意力不集中与阅读关联背后的中介因素。
